“复归于婴儿”的儿童本位研究:老子的思路  

A Child-centered Study of“Return to the Infant”:Laozi's Thinking

作　　者：李晓娟 叶平枝[2] LI Xiaojuan;YE Pingzhi(Teacher Training College,Guangdong University of Education,Guangzhou,510303,China;School of Education,Guangzhou University,Guangzhou,510006,China)

机构地区：[1]广东第二师范学院教师研修学院,广州510303 [2]广州大学教育学院,广州1510006

出　　处：《全球教育展望》2024年第1期74-82,共9页Global Education

基　　金：北京市教育科学“十四五”规划2022年度优先关注重点课题“幼儿园发展托幼一体化服务研究”(项目编号:BAEA22005)的阶段性研究成果。

摘　　要：儿童本位是现代教育的基本价值立场。遵循东方哲学思脉,本研究解密老子思想中“自然无为”的教育价值意蕴,破解“功利化”的教育目的、“碎片化”的教育内容、“完成式”的教育方式、“片面性”的教育评价和“成人化”的教育生态等偏离儿童本位的失范行为。研究从“儿童为何”和“成人何为”,即本体论和方法论两个层面建立老子儿童教育思想体系,构建具有中国文化特性的儿童教育哲学话语。复归“圣人皆婴孩”的儿童本体论,儿童教育的方法论在于顺道而为即为德,坚持以儿童“内在”为中心的教育立场,建立“知雄守雌”的师生互动和亲子关系、以“无形之学”促进儿童生命无限生长,营造“宁静以致远”的文化生态和修炼“行不言之教”的境界。Children-centeredness is the basic value position of modern education.Following Oriental philosophy,the present research decodes the educational value meaning of“nature does nothing”in Laozi's thought,and unpacks actions that deviated from children-centeredness,including“utilitarian”educational purpose,“fragmented”educational content,“complete”educational mode,“one-sided”educational evaluation and“adult-oriented”educational ecology.The research unites the two aspects of“why children”and“what adults are”,namely,the ontology and methodology aspects,in order to construct Laozi's ideology of children's educational system,and establish the philosophical discourse of children's education with Chinese cultural characteristics.Returning to children's ontology of“saints are children”,the methodology of children's education is to follow children's way and be virtuous,to take children's“inner self”,as the center,to establish the teacher-student interaction and parent-child relationship of“knowing the male and keeping the female”,to create a cultural ecology of“peace lead to further”to promote the infinite growth of children's life by“intangible learning”,and“teaching without words”.

关 键 词：儿童本位 老子思想 复归婴儿 自然无为 

分 类 号：G610[文化科学—学前教育学]